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The application of structural-developmental theory to experiential education practice is discussed. The theory is based on the concept of stages, which are structurally whole, internally consistent systems of thought that organize the individual's understanding of, feelings toward, and actions on the world. Stage theory presents the image of an expanding self that is forced to reach for a new formulation of reality more adequate to the situation at hand. The structural-developmental theory presents a working model of "the whole person" as the totality of all his/her capacities (cognitive, moral, social, ego). It is possible for experiential education to promote development by deliberately supplying the prerequisite conditions for movement from stage to stage. Structural-developmental theory has implications for: (1) how experiences for individual students are structured; (2) how educators interact with students; and (3) how educators interact with the community placement staff. Using these three aspects of experiential education, elements of good practice are covered, based on the theory. Three group exercises and checklists are included to stimulate thinking differently about experiential activities, how field experiences are planned and structured, and objectives of the experience. (SW)

Legal issues relevant to experiential learning are identified to help program administrators know when to seek expert assistance and advice. Much of the law of experiential learning is based on specific statutory provisions and decisions. The student involved in experiential learning may assume certain learning outcomes very different from those of the institution, and the understood requirements for the award of credit or credentials for the learning may also differ. These variances may result in a lawsuit, with the student alleging a breach of an implied or expressed contract of instruction. A written learning contract should state the mutual rights and responsibilities of the learner and the institution. Other issues are whether the college or agency should be held liable for acts of the student when agency clients are injured. Insurance against liability caused by the acts of its students is a wise investment. Having students sign a waiver of liability is not necessarily adequate protection against risk of injury to the student. Attention is also directed to agreements between the college and the agency, responsibilities of the student and the college, and implications of using federal funds. (SW)

The importance of evaluating student interns as part of a regular performance appraisal system for all employees is discussed, along with the role of the internship coordinator or faculty sponsor. The first step is deciding what should be measured: interns' personal characteristics, job performance, and results. The most useful form of performance appraisal for student interns is based on behaviors the student displays when accomplishing a particular task. By establishing a rating format for each task, evaluation can be clear and specific to enable students and supervisors to discuss performance and problem areas. Types of rater errors that may occur include leniency error, central tendency, halo effect, horn effect, latest behavior, and spillover effect. The main uses of evaluation for students are feedback and providing faculty members information on which to assign a grade. It is important that the student see the evaluation and discuss it with the supervisor. The faculty coordinator/sponsor should work with employers to familiarize them with evaluation needs and the format. A draft of an evaluation form that incorporates these evaluation principles is provided, along with four evaluation forms used by three universities and a learning center. (SW)

The role of instructional personnel in supporting students on field experience assignments is discussed. After identifying current monitoring practices, attention is directed to: making effective use of experience for learning, making progress toward learning objectives, providing students feedback, providing additional resources, and continuously documenting learning. The process of documenting the field work in journals, logs, or field notes allows students to commit their experience to words, and periodic reflection on the writings may help students to generalize and to formulate new concepts. One form of journal recording uses critical incidents as foci for reflection, while another approach asks students to record by describing learning experiences encountered. Seminars and individual conferences are best used for interaction, sharing of experiences, and feedback. Two instruments allow the students to self-monitor while providing the instructor and field supervisor similar information: a matrix form to record student achievement along developmental indicators in relationship to learning objectives, and activity sheets to document achievement of learning contract objectives. Effective monitoring/support of learning requires clear learning objectives and activities. (SW)